What I learned from watching three hours of the Senate confirmation hearing for Betsy DeVos as Secretary of Education:
1. Betsy DeVos demonstrated a lack of any understanding about student assessment.
2. Betsy DeVos said that permitting guns in schools is a decision that should be left up to individual schools.
3. Betsy DeVos did not commit to preschool for all children.
Without question, Connecticut needs more teachers who see themselves in their students (and vice versa), who have roots in the communities where they teach, and who are well positioned to instruct in ways that are academically challenging and culturally, linguistically, and community responsive. The pipeline into the profession for teachers of color is too often obstructed and unwelcoming, and change is imperative. … But the Relay Graduate School of Education is no panacea for our pipeline problems, and instead represents the tip of an approaching iceberg that threatens the education of the state’s most under-served students and sells short the very teachers to whom we owe the best preparation, support, working conditions, and compensation available.
When Hillary Clinton was struggling to win the Democrat party nomination against upstart Bernie Sanders, she co-opted his idea of free college tuition for all. To appease Sanders supporters, she allowed the idea to become part of the Democrat Party platform on which she is now running. If she really attempts to promote this idea, it will be a disaster for higher education in the country. Connecticut with its longstanding private school tradition will be especially hard hit.
As an alumnus of the UConn School of Business, a member of the Storrs community, Chair of the Mansfield Historic District Commission and local preservationist, I am writing to point out an issue that I believe UConn has misrepresented to the public. Further, I believe this is an opportunity to enhance alumni support.
My family lived along Gilbert Road when father first came to the Connecticut Agricultural College, a school limited to 500 students by the State Legislature. They moved to a farm just off campus where I grew up. I later worked in industry, in Europe, and began on the Physics faculty in 1971. I served on the University Senate for years, as well serving for years on the Research Foundation and the AAUP Executive Committee, including two years as president of the faculty union. I relate all this in the hope you will have some faith in my recommendation that you institute the Connecticut Environmental Policy Act process to investigate the University of Connecticut’s decision to destroy what remains of Faculty Row.
As a graduate teacher in Political Science at Yale, I study how activists, politicians, and philosophers in the world’s two largest democracies—India and the United States—have thought about democratic forms of government. I’m doing a PhD because I think that ideas matter: they move us to question the world we live in and imagine new ways of living together. It’s this spirit that I try to bring to the classrooms where I teach. In the coming days, I will get to participate in a new kind of democracy for me. I’ll get to vote to certify my union Local 33–UNITE HERE, the union of graduate teachers at Yale University.
Connecticut’s low-income students need and deserve an equitable school finance system that recognizes, and takes into account, the variety of challenges they may face that can impact their educational success. However, in order to distribute education resources fairly, Connecticut must transition to a new method of accurately identifying low-income students.
The statistics of sexual assault on Connecticut’s college campuses are alarming. Almost every day, the news reports distressing issues of campus sexual assault. The numbers, which loudly speak for themselves, must urge the authorities do something. Strong policies should be developed and implemented in order to reduce, or better, eradicate sexual assault on Connecticut campuses.
This fall approximately 28,674 students will be entering and or returning to our Connecticut State University System. For example, about 960 freshmen will be entering Eastern Connecticut State University the last week of August. These first time students will face new and exciting times. They will also encounter challenges, such as stress and anxiety. One of the main ways for them to reduce stress and anxiety is to manage their time effectively.
“CT legislature undermining the future of its higher education system” by CCSU Professor John O’Connor makes a lot of sense. However, I object to the title because it may be wrong to indict our representatives.
Gov. Dannel Malloy announced last week that TheDream.US, the largest privately funded national scholarship program, will be dispersing hundreds of scholarships to undocumented immigrant students to attend ECSU. Bravo!
But while Gov. Malloy can applaud the disbursement of hundreds of thousands of dollars in private scholarships, he falls flat when it comes to supporting those very institutions poised to make the biggest impact on our state’s young people and their ability to succeed.
Almost since its inception in 1965, the main campus in Storrs, Connecticut, has sought to shut down the Torrington Campus of the University of Connecticut. Through the years unsupported and disparaging comments from those same faraway administrators would filter back that somehow the University branch system did not measure up to the academic standards of the main campus in Storrs. Then, suddenly in early March, the people in the Northwestern Connecticut were given a few weeks to react to the impending permanent closing of the Torrington Branch, forestalling any attempt to honestly and fairly discuss and dissent from this decision.
The annual college student recruitment cycle is a spectacle. Colleges jockey for attention each spring by attempting to position themselves as the best: the most elite, the most recognized, with the best faculty, academic programs, and prolific intercollegiate athletic programs. The superlatives are effusive. Institutions spend hundreds of thousands of dollars on glossy marketing publications, pumping money and verbiage into social media, blogs, scheduling costly special events, passing out promotional items that showcase residence halls, dining commons, labs and clinics, and classrooms. And sometimes these glossy tomes mention the achievements of their faculty.